87858 - The Teaching of History (1) (LM)

Academic Year 2023/2024

  • Teaching Mode: Traditional lectures
  • Campus: Bologna
  • Corso: Second cycle degree programme (LM) in History and Oriental Studies (cod. 8845)

    Also valid for First cycle degree programme (L) in History (cod. 0962)

Learning outcomes

At the end of the course students will be able to identify the basic fundamentals of teaching and educational research according to the main methods and educational planning technologies, and according to a general approach to participated instructional planning and for skills, also with reference to specific disciplines consistent with recruitment fields. They will be able to apply the main teaching-learning methods in the secondary school, including the active learning and transmedia ones, in a perspective of educational experimentation which privileges the analysis of the techniques and of the learning technologies in the scholastic field; they will be able to deal with digital technologies, medial education and e-learning; they will learn the dynamics of education and social media; they will be able to evaluate knowledge and school returns (evaluation of the product, of the process, of the system).

Course contents

The course of "Didactics of History" aims to provide the necessary educational and disciplinary knowledge. Not only the acquisition of advanced knowledge about history, but the successful educational implementation of teaching content. Hence: in-depth theoretical and methodological knowledge of teaching methods; preparation of suitable teaching tools and contexts; evaluation of learning outcomes and, more generally, of the efficiency of the teaching process.

Main phases of the course:

1. The cultural transmission of historical knowledge. Periodizations, interpretations, ideas and passions.

2. History and civic culture. History as a critical tool for understanding the present.

3. History workshops: some practical proposals. The transfer of content into effective educational actions.

4. Biographies, paths and networks. The teaching of history through the interweaving of biographies and places.

5. Didactics in the archives and in the libraries. From the document to the historical narration.

6. Historical communication and public history. New ideas for digital teaching in history.

 

Readings/Bibliography

Readings for students who will attend the lectures

Students must study 3 books (according to the following program) and 3 articles from the section "Classroom teaching and public history experiences":

 

Textbook (obligatory):

  • Walter Panciera, Andrea Savio, Manuale di didattica della Storia. Formazione e aggiornamento per i docenti di scuola secondaria, Firenze-Milano, Le Monnier Università-Mondadori Education, 2022

 

Methodology and historiography (1 book at choice of the student):

  • Laura Di Fiore, Marco Meriggi, World History. Le nuove rotte della storia, Laterza, Roma-Bari 2019 (2011)
  • Agostino Giovagnoli, Storia e globalizzazione, Laterza, Roma-Bari 2021 (2003)
  • Charles H. Parker, Relazioni globali nell’età moderna, 1400-1800, Bologna, Il Mulino, 2012
  • Tommaso di Carpegna Falconieri, Amedeo Feniello, Christian Grasso (a cura di), Fonti medievali. Un'antologia, Carocci, Roma, 2017
  • Luciano Canfora, Giulio Cesare. Il dittatore democratico, Laterza, Roma-Bari, 2015 (2006)
  • Carlo De Maria, Una famiglia anarchica. La vita dei Berneri tra affetti, impegno ed esilio nell'Europa del Novecento, Viella, Roma 2019
  • Carlo De Maria, Andrea Costa e l'Italia liberale. Società, politica e istituzioni tra dimensione locale ed europea, Bologna University Press, Bologna 2021 (PDF open access)
  • Sam Wineburg, Why Learn History (When It's Already on Your Phone), Chicago-London, University of Chicago Press, 2018

 

Historical communication, didactics and public history (1 book at choice of the student):

 

  • Carlo Arrighi, Civiltà sotto assedio. Il volto della barbarie dall'antichità a oggi, Bologna, Bologna University Press, 2022 (PDF open access)
  • Eloisa Betti, Carlo De Maria (a cura di), Biografie, percorsi e networks nell'Età contemporanea. Un approccio transnazionale tra ricerca, didattica e Public History, Roma, Bradypus, 2018 (PDF open access)
  • Lucia Boschetti, Silvia Ditrani, Raffaele Guazzone, Insegnare storia con le nuove tecnologie, Roma, Carocci, 2022
  • Alberto Cavaglion, La Resistenza spiegata a mia figlia, Milano, Feltrinelli, 2015 (prima edizione: Napoli, L'ancora del Mediterraneo, 2005)
  • Luca Fezzi, Walter Panciera, Insegnare il mondo antico, Roma, Carocci, 2021
  • Andrew Flint, Stuart Jack, Approaches to learning and teaching History. A toolkit for international teachers, Cambridge, Cambridge University Press, 2018
  • Luca Gorgolini (a cura di), Media digitali e disinformazione: politica, giornalismo, social network e conflitti armati, Bologna, Bologna University Press, 2022
  • Luca Jourdan, Karin Pallaver, Parlare d'Africa. 50 parole chiave, Roma, Carocci, 2021
  • Mariuccia Salvati (a cura di), Europa. Luoghi di memoria, Roma, Treccani, 2020
  • Russel Tarr, A history teaching toolbox. Practical strategies for the secondary classroom, ActiveHistory.co.uk, 2016
  • Carlo Tosco, I beni culturali. Storia, tutela e valorizzazione, Bologna, il Mulino, 2014
  • Vittorio Vidotto, Emilio Gentile, Simona Colarizi, Giovanni De Luna, Storia d’Italia in 100 foto, immagini a cura di M. Fugenzi, Laterza, Roma-Bari 2019 (2017)
  • Gianni Volpi, I film da vedere a vent'anni. Una filmografia selettiva, con le schede per temi e generi di Livio Marchese, Roma, Edizioni dell'Asino, 2014

 

Classroom teaching and public history experiences

3 articles at choice of the student from the following two journals:

"Novecento.org": http://www.novecento.org/category/didattica-in-classe/

"Clionet": http://rivista.clionet.it/archivio

3 articles in all, from either or both journals. As far as “Clionet” is concerned, a selection of recommended articles to choose from is available on Virtuale at this link.

 

 

Readings for non-attending students

Non-attending students must study 4 books (the textbook, plus 3 books at their choice, according to the following guidelines) and 3 articles from the section "Classroom teaching and public history experiences":

 

Textbook (obligatory):

  • Walter Panciera, Andrea Savio, Manuale di didattica della Storia. Formazione e aggiornamento per i docenti di scuola secondaria, Firenze-Milano, Le Monnier Università-Mondadori Education, 2022

 

Methodology and historiography (1 book at choice of the student):

  • Laura Di Fiore, Marco Meriggi, World History. Le nuove rotte della storia, Laterza, Roma-Bari 2019 (2011)
  • Agostino Giovagnoli, Storia e globalizzazione, Laterza, Roma-Bari 2021 (2003)
  • Charles H. Parker, Relazioni globali nell’età moderna, 1400-1800, Bologna, Il Mulino, 2012
  • Tommaso di Carpegna Falconieri, Amedeo Feniello, Christian Grasso (a cura di), Fonti medievali. Un'antologia, Carocci, Roma, 2017
  • Luciano Canfora, Giulio Cesare. Il dittatore democratico, Laterza, Roma-Bari, 2015 (2006)
  • Carlo De Maria, Una famiglia anarchica. La vita dei Berneri tra affetti, impegno ed esilio nell'Europa del Novecento, Viella, Roma 2019
  • Carlo De Maria, Andrea Costa e l'Italia liberale. Società, politica e istituzioni tra dimensione locale ed europea, Bologna University Press, Bologna 2021 (PDF open access)
  • Sam Wineburg, Why Learn History (When It's Already on Your Phone), Chicago-London, University of Chicago Press, 2018

 

Historical communication, didactics and public history (1 book at choice of the student):

  • Carlo Arrighi, Civiltà sotto assedio. Il volto della barbarie dall'antichità a oggi, Bologna, Bologna University Press, 2022 (PDF open access)
  • Eloisa Betti, Carlo De Maria (a cura di), Biografie, percorsi e networks nell'Età contemporanea. Un approccio transnazionale tra ricerca, didattica e Public History, Roma, Bradypus, 2018 (PDF open access)
  • Lucia Boschetti, Silvia Ditrani, Raffaele Guazzone, Insegnare storia con le nuove tecnologie, Roma, Carocci, 2022
  • Alberto Cavaglion, La Resistenza spiegata a mia figlia, Milano, Feltrinelli, 2015 (prima edizione: Napoli, L'ancora del Mediterraneo, 2005)
  • Luca Fezzi, Walter Panciera, Insegnare il mondo antico, Roma, Carocci, 2021
  • Andrew Flint, Stuart Jack, Approaches to learning and teaching History. A toolkit for international teachers, Cambridge, Cambridge University Press, 2018
  • Luca Gorgolini (a cura di), Media digitali e disinformazione: politica, giornalismo, social network e conflitti armati, Bologna, Bologna University Press, 2022
  • Luca Jourdan, Karin Pallaver, Parlare d'Africa. 50 parole chiave, Roma, Carocci, 2021
  • Mariuccia Salvati (a cura di), Europa. Luoghi di memoria, Roma, Treccani, 2020
  • Russel Tarr, A history teaching toolbox. Practical strategies for the secondary classroom, ActiveHistory.co.uk, 2016
  • Carlo Tosco, I beni culturali. Storia, tutela e valorizzazione, Bologna, il Mulino, 2014
  • Vittorio Vidotto, Emilio Gentile, Simona Colarizi, Giovanni De Luna, Storia d’Italia in 100 foto, immagini a cura di M. Fugenzi, Laterza, Roma-Bari 2019 (2017)
  • Gianni Volpi, I film da vedere a vent'anni. Una filmografia selettiva, con le schede per temi e generi di Livio Marchese, Roma, Edizioni dell'Asino, 2014

 

Classroom teaching and public history experiences

3 articles at choice of the student from the following two journals:

"Novecento.org": http://www.novecento.org/category/didattica-in-classe/

"Clionet": http://rivista.clionet.it/archivio

3 articles in all, from either or both journals. As far as “Clionet” is concerned, a selection of recommended articles to choose from is available on Virtuale at this link.

 

Teaching methods

Frontal and multimedia lessons.

 

Assessment methods

Students who attend at least 75% of the lessons are considered to be attending.

Assessment methods: written test, plus oral exam.

The written test is on the textbook and consists of five open questions with a value of six points each. The written test is considered passed with a total score of at least 18/30. Only in this case students are admitted to the oral exam, which is related to the entire programme and takes place about a week later.

For both tests, the evaluation criteria are as follows: relevance of the answers; ability to argue; adequacy of the disciplinary language used; ability to apply the acquired knowledges to a critical interpretation of contemporaneity.

In particular, answers that will be given with a proper language and with exactitude are going to be evaluated with the top marks (29-30L).

Answers that will be given without precision or property are going to be evaluated with intermediate marks (25-28).

Vagueness in the content of the answer, one or two questions left unanswered will result in marks not higher than sufficient (18-24). Substantial errors and unanswered questions will result in a grade of Insufficient.

Drafting a well-written short paper (book critical review) on one of the selected books during the lessons (only for attending students), according to the instructions given by the professor, allows to skip the written exam and access to the oral exam directly.

 

Teaching tools

Exploration of online resources related to the methodologies of teaching history, historical communication and public history.

 

Office hours

See the website of Carlo De Maria

SDGs

Quality education Gender equality

This teaching activity contributes to the achievement of the Sustainable Development Goals of the UN 2030 Agenda.